4. Powerpoint Templates
• Culture as a fifth skill.
– The ability to perceive and recognize
cultural differences.
– The ability to accept cultural differences.
– The ability to appreciate and value
cultural differences.
”Language without cultural relevance
is nearly useless.”
5. Powerpoint Templates
•Seelye: "Learning a language in isolation of its cultural roots
prevents one from becoming socialized into its contextual use.
Knowledge of linguistic structure alone does not carry with it any
special insight into the political, social, religious, or economic
system.“
•Rivers: "We must focus on both appropriate content and activities
that enable students to assimilate that content. Activities should
encourage them to go beyond fact, so that they begin to perceive
and experience vicariously the deeper levels of the culture of the
speakers of the language.”
•Kramsch: "At the intersection of multiple native and target cultures,
the major task of language learners is to define for themselves what
this 'third place' that they have engaged in seeking will look like,
whether they are conscious of it or not”
7. Powerpoint Templates
Linguoculture
In the process of learning, the union of language
and information relating to the national culture is
called 'linguocultural' teaching.
8. Powerpoint TemplatesPowerpoint Templates
DISCUSS!
Choose a sample portion or segment from a textbook
that you use frequently in your own language
classes. Think about the lexical-grammatical material
and the cultural material featured in the unit.
Consider what might be done to integrate the two
elements more fully in your class.
Consider four other "cultural artifacts" from non-US
cultures. As in the models provided in the video
online, identify the cultural markers of these items
that make them unique "purveyors" of cultural
information. How might you integrate this kind of
culture-specific information into a more general
lesson on language?
11. Powerpoint Templates
Cultural literacy:
Cultural literacy refers to the shared or "core"
knowledge of members of a cultural group.
The term was coined by E.D. Hirsch, Jr. in his
controversial 1987 book Cultural Literacy: What
Every American Needs to Know.
Hirsch warned that American educators were
focusing on "critical thinking skills" at the expense of
actual cultural and historical content.
12. Powerpoint Templates
ROLE PLAY (Smith and Otero 1977)
Split in to groups of 4, pair A and pair B.
On the next slide, A will receive instructions; B must
not look.
The following slide then gives B their instructions; A
must not look.
13. Powerpoint Templates
PAIR A
You, two Americans, are traveling through the
imaginary country of Fondi. You go out on your own
to explore. After some time, you want to go back to
your hotel, but you have walked far from it and,
unfortunately, lost your money. You need enough
money for bus fare back to their hotel, and decide to
ask two natives for help.
You must figure out a proper way to ask money from
the natives, or you will never get back to your hotel!
14. Powerpoint Templates
PAIR B
You two are from the imaginary land of Fondi. As you
interact with the two foreigners who approach you,
keep in mind these Fondian cultural norms:
1. You indicate agreement by frowning.
2. When you disagree, you smile and nod.
3. You customarily stand no more than 8 inches
from people, or closer, when conversing.
4. It is considered disrespectful to look at
someone’s face when conversing, unless you are
close friends.
15. Powerpoint Templates
ROLE PLAY (Smith and Otero 1977)
Carry out the roles/tasks indicated on the previous
slides.
We will debrief as a class.
17. Powerpoint Templates
A variety of texts can be used to teach culture:
textbooks, videos, realia, artifacts, etc.
We distinguish between three types of text:
1. Created texts: Texts authored by non-native
speakers for non-native speakers to achieve pre-
determined curricular goals.
2. Semi-authentic texts: Texts created by native
and/or non-native speaker, based on original
language materials, but adapted to fit curricular
needs.
3. Authentic texts: Texts created by native
speakers for native speakers for consumption in a
native environment.
18. Powerpoint Templates
Videos are an ideal source of linguistic
and cultural information.
Judicious use of these materials can
substantially increase the quantity and
quality of time spent on task with the
language and culture
19. Powerpoint Templates
How to choose a video?
should be current, accurate and useful
should have a high audio/visual correlation: picture
and sound/words should work together to enhance
meaning
should contain multiple "layers," where repeated
viewings can increase understanding of
paralinguistic elements
choose material with high production values, which
present a complete discrete segment (beginning,
middle, end), are entertaining, and can maintain the
interest of a native speaker.
20. Powerpoint Templates
How to use a video?
Same principles apply as with all other text
engagement: previewing, guided viewing, follow-up
1. Previewing: makes the material (linguistic and non-
linguistic) of the video segment more readily
accessible to the learner
2. Task Viewing: guides the learner in peeling away
the various layers of the video segment, to discover
and master the linguistic, paralinguistic, and cultural
material contained in it.
3. Follow-Up: help the learner understand the broader
application of the material covered in the segment
21. Powerpoint TemplatesPowerpoint Templates
DISCUSS!
Have you used video in the classes you
teach? For what purpose? (i.e.,
linguistic, cultural, just for fun, etc.)
Did you design specific activities to
accompany the video, or were students
only required to view the video?
Did the video activity achieve its goal?
Explain what was successful and what
was not. What would you change next
time?
23. Powerpoint Templates
The internet offers a vast array of resources that
can be exploited to teach cultural awareness.
Web-based instruction:
Uses Internet resources to facilitate authentic contact
with L2 (e.g., connect with native-speaker pen pals).
Encourages direct interaction within virtual community
of learners and native speakers.
Uses multiple modalities (text, audio, video, interactive,
etc.) in real time.
24. Powerpoint TemplatesPowerpoint Templates
DISCUSS!
Discuss the Rockin’ Russian video
example given at the end of the last
segment. Discuss the advantages and
disadvantages of the site (as much as we
can tell) and the activity shown in the
module.
Could you improve the exercise in any
way?
Do you know of any similar sites in the
language you teach that might be useful
in your classes? How?
25. Powerpoint Templates
Homework
FOR NEXT WEEK:
• Prepare “The Language Learner” module
• Reflection (Spruz) #10
• Portfolio 2 due
[“Portfolio” activity from any of the four
most recent modules: vocabulary,
grammar, pragmatics or culture]
Editor's Notes
Question is how to get students to achieve proficiency with limited classroom contact hours
Examples from Bright Lights Big City, Russian movie – importance of cultural understanding to even process the linguistic part
I wanted to try to incorporate that BARNGA game, but a) I don’t have enough students to really do it, and b) it would take too long.
Discuss possible activities that could fall under each of these categories
